Partners and support
The result of the " Toutes et tous LabSCItoyen•ne•s "from the University of Fribourg, Faculty of Letters (M-P. Chevron, CERF) and Faculty of Science (C. Wicky), in partnership with AutreSens.
Project funded by Swiss Academies of Science to the tune of CHF 300,000. Many thanks for their confidence!
Project funded by the Gebert Rüf Foundation to the tune of CHF 200,000. Many thanks for their confidence!
Description
Debating genetics
As part of a genetics theme, students in their final year at the Gymnase proposed a series of questions on the following topics current socially controversial around which they wanted to discuss, such as "Would having or manipulating our genetic data help us to live better? This project makes sense because we believe it is vital to develop scientific literacy in a society that is becoming increasingly technological, i.e. the ability to read, write and speak about scientific subjects. The young people involved in this project have all taken genetics courses as part of their school curriculum. They then raised questions, a difficult operation since it requires high levels of analytical, evaluative and creative thinking. The students then chose to talk about them.
The strategy used for this was to construct argumentative cards answering specific questions. The subject under discussion is formulated as a question on which the participants must take sides by putting forward arguments for or against. The arguments are noted in the form of CArg on a tablecloth. Different subjects are discussed around different tables. After 5-6 minutes of discussion, the participants change tables. And so on, so that all the participants have contributed to all the discussions. topics. At the end of the activity, the argumentative maps created are displayed for everyone to see. Drawing up an argumentative map avoids putting yourself in the position of attacking or defending opinions cto the contrary, but to hear, evaluate and note all the argumentsand to keep a written record of it.
A very good article illustrating the importance of the questions raised by the students: Person-centred medicine [Le Temps].
The representation of knowledge in graphical form (Structured Concept Maps (CCs) and argumentative cards (CArg)), a concept or an issue raised, helps to maintain an overview of the subject raised, while allowing rapid access to the details that explain it.
This type of representation of the knowledge we have of a subject encourages ahe need to stand back from what is on display. Taking a step back, putting things at a distance, invites us to rethink the reading framework within which we reflect, and thus to take a fresh look, facilitating an alternative way of thinking about the content presented or the prproblems and questions raised, and unleash creative potential.
Materials and documents
DNA suitcases
Suitcases already distributed
All in all, 45 DNA suitcases are already distributed in Switzerland.
You can borrow a suitcase from the HEP in your canton: FR, BEJUNE, SG, VD, VS, TI.
Click on the map to see the names of the schools using the suitcases to date.
Example of the use of suitcases at Natural History Museum of St. Gallen.
